2012

Tracy WilsonSMCOE Transitional Kindergarten Coordinator

twilson@smcoe.k12.ca.us

Early Learning Institute Transitional Kindergarten

Day 1

2006-07: 3-6 year olds not in kindergarten watched an average of 2.6 hours of television or videos in a typical day.The School Readiness Survey (SR) of the 2007 NHES

Children are wired for sound, but print is an optional accessory that must be bolted on.Pinker, S. (1999). Foreword. In D. McGuinness (Ed.), Why our children can’t read and what we can do about it

The ability to perceive patterns is the foundation for

effective learning.Child Development Policy Institute Education Fund: Promoting School Success: Closing the Gap Between Research and Practice, Pg. 10

Brain development takes place in stages,

but the pace is not steady. Young children literally learn in leaps

and bounds.Child Development Policy Institute Education Fund: Promoting School Success: Closing the Gap Between Research and Practice, Pg.11

Free-play time for children fell 25% between

1981 and 1997A paper published in 2005 in the Archives of Pediatrics & Adolescent Medicine

Curiosity, creativity, and

imagination are like muscles: if you

don’t use them, you lose them.Tufts University child development expert

David Elkind

Vocabulary ExperienceAGE 3

Low Socio-economic: 525 wordsMiddle Socio-economic: 749 wordsHigh Socio-economic: 1,116 words

D.A. Sousa, “How the brain learns to read”

3

May 15

Agenda

8:00am - 3:30pm

• Social: Interactive Explorations- How is a math center also a language development

opportunity? • Intro to SB1381, The Kindergarten Readiness Act and the DRDP-SR• What does the data tells us? Review the longitudinal data, Silicon Valley Foundation• Introduction to the Preschool Foundations, Matching Activity: 48/60 months

Break• Choice Time: Research in early learning: What is different between PK/TK –and- K• What does a young 5 year old need? Jigsaw Gesell Institute: 4 and 5 Year Old• Morning Wrap Up, describe the essentials for crafting developmentally appropriate learning

 

Lunch• Introduction to the Preschool Foundations and Frameworks, workshop rotations

- Family Engagement Strategies: Pauahi McGinn, Director San Bruno Park and State Preschool Program and Sheryl Chan, Director SSFUSD Children's Center

- Interactive Learning Environment: Kim Bambou, SMCOE STEM

- Promoting Language Development: Soodi Ansari, SMCOE CYFS• Wrap up: What is different between PK/TK and K, Jack and Jill rendition or other nursery

rhyme

4

Social: Interactive Explorations

How is a math center also a language development opportunity?

Introduction To

Transitional KindergartenSB- 1381

Background

• In most states children must turn five by September 1st in order to start kindergarten.

• In response to rigorous Kindergarten standards and No Child Left Behind… Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work”.

• On average about 50% of San Mateo children arrive “ready” for kindergarten

• Research indicates that beginning kindergarten at an older age improves children’s social and academic development.

Kindergarten Readiness Act

Senate Bill (SB) 1381 (Chapter 705, Statues of 2010)amended California Education Code (Section 46300, 48000, and 48010) to change:• The required birthday for admission to

kindergarten and first grade and

• To established a transitional kindergarten program beginning the 2012–2013 school year

http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp

NOV2012/2013

OCT2013/2014

SEP2014 ->

Kindergarten Readiness Act

A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.

Although the intent of the law is to provide separate and unique experiences for transitional kindergarten and kindergarten students, districts have flexibility to determine how best to meet the curricular needs of each

Bottom Line? It is a Kindergarten Preparatory Classroom

• No new money to reduce class size or re-design classrooms• Follows the same rules/regulations as Kindergarten• Current Kindergarten classroom and yard• Current Kindergarten class size (22, 25, 30+??)• Same length of day• Voluntary for families, can wait until K or G1 • Not voluntary for districts

TK-K Nuances

• Are transitional kindergarten students required to complete the entire two year program? This is a local decision (CDE FAQ).

• Transitional kindergarten and kindergarten should have the same amount of instructional minutes at each school site, a maximum of 4 hours per day.

• If a district has adopted an extended day program, schools within the district can have different programs; they can have extended day programs or half day programs

• If a school has an extended day kindergarten program, then, the school must have an extended day transitional kindergarten program.

• If a school has a half day kindergarten program, then, the school must have a half day transitional kindergarten program.

• A school cannot have an extended day kindergarten program and a half day transitional kindergarten program

TK-K Nuances

• Children eligible to enroll in transitional kindergarten do not need a signed parental permission form to continue in kindergarten.

• But, children who are age-eligible to attend kindergarten but enroll in transitional kindergarten instead will need a signed parental permission form to continue in kindergarten for one additional year.

• Districts are required to report transitional kindergarten enrollment via CALPADS

• Charter schools are obligated to offer TK

Legislative Update

April 12: California State Senate Budget and Fiscal Review Subcommittee on Education voted to reject the governor’s budget proposal to eliminate transitional kindergarten. SB1381 stands.

March 15: The Assembly’s Subcommittee on Education Finance voted to reject the elimination of transitional kindergarten. SB131 stands.

March 01: Governor Brown’s trailer bill language, allows for a TK option, not a mandate. SB1381 supported

– Districts who elect to offer TK will need to employ the Continuance Form. – An Early Admissions Waiver [EDC section 48000(b)] necessary to allow TK children to be

admitted prior to being age-eligible.– ADA funding would be available for both years of kindergarten via the continuance

form. Funding would not be available for the months before a child turns 5.

January: Governor Brown’s budget proposal eliminates the mandate. SB1381 stands, pending legislative process

Legislative Update

“The California Department of Education (CDE) and State Superintendent of Public Instruction Tom Torlakson fully support the transitional kindergarten program.

Unless current law changes, the CDE continues to move forward with the transitional kindergarten implementation plan for the 2012-13 school year.”

March 2012: Mary Murray Autry, Professional Learning Support Division, CDE, mautry@cde.ca.gov

Research provides critical background for TK curriculum and design

What do local data suggest?

Silicon Valley Community Foundation Santa Clara Partnership for School Readiness and Applied Survey Research

Compared 3rd grade ELA and Math CST scores with Kindergarten readiness data of

1,543 students

Does Preschool Matter?

Less than half of the children attended a preschool (46%).

www.siliconvalleycf.org

4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS

Academics Recognizes letters Recognizes shapes Recognizes colors Counts 10 objects Engages with books Writes own first name Recognizes rhyming words

Self-Regulation Comforts self Pays attention Controls impulses Follows directions Negotiates solutions Plays cooperatively Handles frustration well

Social Expression Expresses empathy Relates well to adultsHas expressive abilitiesIs curious & eager to learnExpresses needs & wantsEngages in symbolic play

Motor Skills

Uses small manipulatives Has general coordination

Self-Care Performs basic self-help Performs self-care tasks

Does Readiness Matter?

Percentage Scoring Proficient or Advanced at 3rd grade, by Specific

Readiness Pattern

We did not close the readiness gap for 79% of the students.

What happened to the 32% who were ready when they entered?

Students who were ready to succeed at Kindergarten but were struggling in third grade include:

• The youngest kindergarteners born between Sep. 1 and Dec. 1• English language learners• Students from lower-income families

How is TK different than Preschool and Kindergarten?

Kindergarten• Kindergarten is academic (standards-based)

Preschool• Include learning through play, doing, interacting

(experiential)• Plan the learning within a child’s zone of proximal success

(developmental)• Based upon student interests (emerging)

What are the standards for TK?

Blend between Preschool -and- Kindergarten

“Recommended standards at all grade levels are not mandatory but voluntary. Local Education Agencies will make the decision of what standards or learning foundations are to be part of the local course of study.”

Resources may include

• California’s Preschool Learning Foundations• California Preschool Curriculum Frameworks• California Academic Content Standards for Kindergarten• Common Core State Standards for English Language Art and Mathematics for

kindergarten.

Preschool -> TK -> KPreschool

Social-Emotional Development

Language and Literacy

English-Language Development for English learners

Mathematics

TKPossibilities

Kindergarten

Preschool Foundations: Initiative in Learning

28

48 Months

Enjoy learning and are confident in their abilities to make new discoveries although may not persist at solving difficult problems

60 Months

Take greater initiative in making newdiscoveries, identifying new solutions, andpersisting in trying to figure things out

Possible TK ObjectivesChildren can…

• Suggest other ways of doing things• Offer information known or discovered• Ask to learn more about a subject, event, or experience, demonstrating curiosity• Make connections, sees similarities between new learning and prior learning or experience• Ask relative questions

Based on: 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS

A Preparatory Perspective

ACADEMICS Engages with books Writes own first name Recognizes rhyming words Recognizes letters Letter sound correspondence for half of the letters Recognizes shapes Recognizes colors Uses a variety of words with increasing specificity Use information from NF texts Blend onsets and rimes Counts and recognizes 10 objects Compares quantities, more, less, some Number sense: 1=1 object (+/-), sum up to 10 Sort and classify objects by one or more attributes Duplicate simple repeating patterns Solve math problems in more than one wayINITIATIVE IN LEARNING Suggest other ways of doing things Offer information known or discovered Ask to learn more, demonstrating curiosity Make connections Ask relative questionsSELF CARE Performs basic self-help skills Performs self-care tasks

SELF REGULATION Comforts self Pays attention Controls impulses Follows directions Negotiates solutions and plays cooperatively Handles frustration well Anticipate the schedule, routinesSELF EXPRESSION Expresses empathy Relates well to adults Expresses needs & wants Engages in symbolic playMOTOR SKILLS Uses small manipulatives Has general bodily coordination

SELF AWARENESS Describe their own physical characteristics Name similarities/differences in people Name basic body parts and their functions Describe the five senses Identify personal feelings Ask for help when confused or after several attempts to solve a problem

Plan learning around big ideas, themes Enhance with interest areas and learning centers

Prepare!Build background knowledge for kindergarten

academic themes

When adults read words they learned when they were

younger, they recognize them faster and more accurately

than those they learned later in life.”

http://www2.le.ac.uk/ebulletin/news/press-releases/2000-2009/2009/05/nparticle.2009-05-06.7872758666

Dr. Tessa Webb, School of Psychology, University of Leicester

Prior knowledge has a large influence on student

performance, explaining up to 81% of the variance in post test scores.

(Dochy, Segers & Buehl, 1999).

Thoughtful Print Environment

Enhanced Language Environment

Theme based

Supported Language

Hands-on Experiences

Summary Schedule of 5 Kindy Classrooms

Half Day

10 Minutes: Journal Writing, Familiar Reading, Decoding or Math worksheet, or Homework make-up10 Minutes: Morning Message, Daily News, Calendar. Quick write15 Minutes: Shared Reading/Re-reading (Big Book) to demonstrate Phonemic Awareness, Decoding or Comprehension Strategy40 Minutes: Reading Work Time: Teacher guided reading and running records, Worksheets (letters, name, spelling, sight words), Independent reading practice (decodable text); when finished- independent reading or writing40 Minutes: Math Work Time: Learning Centers & Small Groups w/Teacher30 Minutes: Read Aloud and Writing Workshop5 Minutes: Clean-up: Book Bags, Homework

Summary Schedule of 5 PK Classrooms

Half Day

15 Minutes: Morning Circle- Greeting, song/Chant, Dance, Calendar, Attendance, Math, Phonemic Awareness20 Minutes: Read Aloud- Big Book with lesson 20 Minutes: Centers and Small Group Work *20 Minutes: Snack and Social Time20 Minutes: Math hands-on Activity, lesson20 Minutes: Gross Motor Time (outdoors or indoors)20 Minutes: Centers and Small Group Work *15 Minutes: Closing Circle- Farewell song, Pack-up, Read Aloud, Sharing

* science table, block area, library/ reading area, writing and drawing area, play dough letters and numbers, geo boards, legos, computer, Big Books, Name Books, Painting Center, drama area, fish tank, nature area (seedlings)

DRDP-SRMichelle Sioson Hyman

Initiative Officer, School ReadinessSilicon Valley Community Foundation

2440 West El Camino Real, Suite 300 | Mountain View, California 94040Direct: 650.450.5497 | Main: 650.450.5400 | Fax: 650.450.5401

mshyman@siliconvalleycf.org

Introduction to the Preschool Foundations

38

Preschool Foundations

48 or 60 Months

48/60 Social- Emotional developmental markers

Regulate their attention, thought feelings, and impulses more con consistently, although adult guidance is sometimes necessary. (Self- Regulation)Describe their physical characteristics, behavior, and abilities positively. (Self- Aware)Demonstrate concern for the needs of others and people in distress. (Empathy and Caring)Interact with familiar adults comfortably and competently, especially in familiar settings. (Interactions with Familiar Adults)

Participate positively and cooperatively as group members. (Group Participation)

ACTIVITY

39

Preschool Frameworkshop and plop!

Social Emotional Development

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Break!

41

Choice Time

Research in Early Learning

What is different between PK/TK -and- K

42

What Does a Young 5 Year old Need?

Jigsaw

Gesell Institute: 4 and 5 Year Old

43

Describe the essentials for crafting developmentally

appropriate learning…

Lunch Break!

45

Introduction to the Preschool Foundations and Frameworks

Workshop

Family Engagement StrategiesPauahi McGinn, Director San Bruno Park and State Preschool Program and Sheryl Chan, Director

SSFUSD Children's Center

Interactive Learning EnvironmentKim Bambou, SMCOE STEM

Promoting Language DevelopmentSoodi Ansari, SMCOE CYFS

Great News!The Heising-Simons Foundation awarded

the SMCOE $194,000to support

The Early Learning Initiative

THE SMCOE submitted a grant proposal to support district efforts to better meet the needs of our young learners. The Early Learning Initiative will enable the SMCOE to provide professional development, coaching and consulting. Tracy Wilson will oversee the Grant.

Heising-Simons FoundationEarly Learning Grant Award

Goal 1: Early Learning InstituteTeachers and leaders from every District will be invited to participate in an intensive institute to elevate the awareness of the unique needs of early learners, support for follow up coaching and consulting, and start-up funding for materials. District funding (release time/sub pay/ stipends will be based upon kindergarten enrollment. ($119,020.75).

Goal 2: PK-3 Program AlignmentGrant funds will be used to aid district leaders in their development of a cohesive learning path from preschool through grade three including curriculum development ($40,828.00).

Goal 3: Learning CirclesGrant funds will be used to support teachers and district leaders in a collaborative environment ($12,175).

Goal 4: Assessment Tools Grant funds will be used to research and select tools to screen students for readiness and provide baseline data for comparative analysis ($5,175).

Question and Curiosities

Evaluation Agreement